College Wellbeing Strategy
The Hoppers Crossing Secondary College Strategic Plan determined the need for a Wellbeing Strategy to be implemented and documented.
The rationale for this, is outlined below:
Higher levels of wellbeing are linked to higher academic achievement, school completion, and better overall mental and physical health on the Department’s website, on the Australian Student Wellbeing Framework page
Effective health and wellbeing initiatives focus on the quality of intervention programs, which is more important than the frequency or duration (Dilley, 2009).
School connections to social services which provide additional support for student health and wellbeing also contribute to improving student achievement (Moore et al., 2013).
Social and emotional learning programs benefit students’ social skills, self-image, academic achievement, and mental health and reduce antisocial behaviour and substance abuse (Evidence for Learning, 2019a).
FISO 2.0 Model
Wellbeing is the development of the capabilities necessary to thrive, contribute and respond positively to challenges and opportunities of life.
The FISO 2.0 sets out 5 core elements that together realise the goals of excellence and equity through developing the learning and wellbeing of every Victorian student.
When integrated, these elements build a positive environment through strong relationships that enables all students to become:
happy, healthy, and resilient
successful lifelong learners
active, informed members of just and sustainable communities.
The FISO 2.0 has been redesigned to place learning and wellbeing at the centre of school improvement and is a direct response to the findings of the Royal Commission into Victoria’s Mental Health System and advice from the mental health sector.
The FISO 2.0 has been simplified and streamlined to enable schools to focus on what matters most to improve every student’s learning and wellbeing outcomes.
At Hoppers Crossing Secondary College, we embrace this concept and resource this important work accordingly.
Student Learning and Wellbeing: A tiered approach
Hoppers Crossing Secondary College implements a whole school approach to student wellbeing, based on our College Values. Throughout the year students and teachers consistently refer to the values of Respect, Responsibility, Strong Work Ethic and Cooperation, as these guide our everyday practices within our learning community and underpin the expected classroom and yard behaviours for our students and school community in general.
We understand the critical importance of providing opportunities for social and emotional learning to enhance the wellbeing of our students. We aim to establish a happy, safe, secure, and cooperative learning environment, where the individual needs of students are of the utmost importance.
The College’s Sub-School structure enables the Head of Junior and Senior School, Year Level Coordinators, Classroom teachers and Education Support Staff, to give students individual attention and develop a clear understanding of the academic and wellbeing needs of students in their care.
The relationship that exists between a teacher and their students is a vital link in the development of a caring and supportive learning environment at the College. Classroom teachers and Year Level Coordinators provide the initial support and care for students. When the supports required are more specialised, the Wellbeing Team and other key staff, are able work towards achieving the best outcome for students.
Tier 1
Universal or primary – all students
As the largest tier, and the foundation for learning and wellbeing, Tier 1 encompasses the entire school with core instructions and quality differentiated interventions. It includes proactive classroom management strategies aimed at creating a positive climate for leaning.
Tier 2
Secondary – Small groups of students (10-25%)
Some students need a little extra assistance in meeting academic and behavioural goals, and it is in Tier 2 that these individuals receive that help. Often these interventions and supports are delivered in small group settings. E.g., Language Support Program, Social Skills programs.
Tier 3
Tertiary – Individual students (< 10%)
A subset of students has significant challenges that do not respond to the interventions and supports in Tier 1 or Tier 2. Tier 3 gives these students individualised supports and can include assistance from the college Wellbeing Team, Disability, and Inclusion Team, often partnering with parents/carers and outside agencies.
To promote learning and student wellbeing, we provide a range of support services for students using preventative, tiered approaches, early intervention activities and direct support and response strategies.
The College Wellbeing Team
The team is managed and supported by an Assistant Principal, and comprises of a Student Wellbeing Coordinator, Youth Worker, Counsellor, and Mental Health Practitioner.
School Counsellor
Our School Counsellor provides direct short-term counselling, referrals and supports to students.
Student Wellbeing Coordinator
Our Student Wellbeing Coordinator (SWC) focuses on supporting in crisis situations, case management of students and oversees the incoming referrals. The SWC ensures students are supported in a timely manner with triage crisis management and the referral of students to specialised services.
Youth Worker
Our Youth Worker provides regular student check-ins, referrals and counselling supports to students.
Mental Health Practitioner
Our Mental Health Practitioner provides direct short-term counselling support to students and other early intervention services as well as the referral of students to specialised services.
Health Promotion Nurse
Our Student Health Promotion Nurse assists and liaises with the Heads of School and Year Level Coordinators to introduce and promote health and wellbeing to our students.
Referrals can be made by the student (self-referral), by Parents/Carers or by a member of staff but students must agree to engage with these supports.
In addition to Tier3 supports, all members of the Wellbeing team provide Tier 2 programs and interventions. Some of these programs are facilitated in partnership with external providers.
The Department of Education Wyndham Network Student Support Services representative works with the Student Wellbeing Coordinator, Mental Health Practitioner and Assistant Principal’s to provide guidance on Tier 1, 2 and 3 supports and interventions at the college.
Programs & Initiatives
As both a Tier 1 and 2 prevention support, Junior and Senior School Programs are delivered to teach key concepts whilst fostering positive relationships through collaboration. Hoppers Crossing Secondary College has prioritised this work by employing a Programs Leading Teacher based in each sub-school.
The delivery of the Resilience, Rights and Respectful Relationships (RRRR) initiative is incorporated in the delivery of various programs and is partly covered within the Health and Physical Education curriculum. Other programs address resilience, positive relationships/bullying, harm minimisation, sexual health, community awareness, promote prosperity through diversity and difference (sexuality, gender, cultural background, and religion), community and national awareness projects and student involvement through off campus programs and careers pathway opportunities.
Inclusive Education
Inclusive education ensures that all students are valued and supported to fully participate, learn, develop, and succeed within an inclusive and supportive school culture. Prosperity through Diversity is our college motto, and this underpins the importance of all students having the right to learn in a supportive and positive learning environment.
Hoppers Crossing Secondary College takes into consideration the demographic of our student community and identifies any particular at risk or vulnerable groups of students and families.
These are some of the different structures and programs we have in place for students who may need extra support in order to thrive in a positive learning community.
English as an Additional Language (EAL)
At Hoppers Crossing Secondary College, we support our EAL learners by providing EAL classes in years 7 to 9 (D Classes). EAL students are in their own English class at year 10 with an EAL teacher. Our EAL program is led by our EAL Coordinator and supported by our Multi-Cultural Education Aides.
EAL classes are generally capped at a smaller class size to ensure that students are receiving the additional support that they need.
VCE, EAL students are only eligible for VCE if they have been in Australia for less than 7 years at the start of year 12 and have not been taught in English overseas. Junior EAL students are funded for the first 5 years in Australia.
Koorie Education: Aboriginal and Torres Strait islander Education
At Hoppers Crossing Secondary College, we:
work in partnership with the local Koorie community to develop place-based approaches to improving student outcomes
support the development of high expectations and individualised learning for Koorie students
ensure all Koorie students have an individual education plan
create a learning environment for all students that acknowledges, respects and values Koorie cultures and identities
view success for their Koorie students as core business.
LGBTIQ Student Support
Hoppers Crossing Secondary College takes reasonable steps to eliminate discrimination on the basis of sex, gender and sexuality. The department of Education requires all schools to support LGBTIQ students by:
providing a positive, supportive and respectful environment and support groups
respecting privacy and confidentiality in relation to all students
supporting students who want to affirm or transition gender identity at school
challenging all forms of homophobia and transphobia to prevent discrimination and bullying
giving proper consideration to the impact of any requirement to participate in school activities according to gender identity or an assumption of heterosexuality (for example, school formals, sports activities, camps)
inviting the young person and a family representative/carer to be part of the formulation of a school management plan (in cases where the student is a mature minor
Disability and Inclusion
The state government Disability and Inclusion reforms focus on developing the knowledge and skills of school staff and giving schools clearer guidance and specialist support to better respond to the needs of students with disabilities. The foundation of this new approach builds on students’ individual strengths and interests.
In 2023, Hoppers Crossing Secondary College developed a team to guide the new, whole-school approach to Disability and Inclusion. This includes implementation of regular Student Support Group meetings, Individual Education Plans and Behaviour Support Plans for all students with additional needs.
A Strengths-Based School Community
Our college is committed to ensuring all members of the school community feel valued. Building on our strengths is an integral part of enhancing our wellbeing and as such, our students and staff regularly undertake opportunities to build on their strengths. One such tool to support in understanding the importance of a strengths-based culture, is;
We encourage all members of the school community to take the free survey on a regular basis. Our students undertake this as part of the RRRR initiative, but it is also a wonderful tool for adults to know, develop and model strengths-based language.
Student Voice & Agency
Our students have a variety of avenues to give student voice and agency, right from the classroom to external leadership opportunities. One such opportunity is an annual program for Year 9 students, who are invited to apply for the School for Student Leadership program, which involves them attending a residential Leadership school for a term. They then return and continue with community projects they are passionate about. Our 2022 delegates decided that our school community needed a portal to promote Health and Wellbeing. They have developed the Helping Hoppers Health portal for students and families, with valuable information, that they felt was important to share.
For students, teachers and parents please click the link below to enter the portal. You will need to sign in.